Team-based learning (TBL) and game-based learning (GBL) are evidence-based active learning pedagogies. This study reports a learning experience that harnesses TBL and GBL benefits by blending both pedagogies (referred herein as TGL) in the facilitation of an immunology module for pharmacy students. The manuscript presents the rationale for using TGL, a description of the TGL process, student outcomes and satisfaction with the learning experience, and TGL applicability in different topics/disciplines.
Sixty-five students were divided into 12 teams. Pre-class foundational readiness material was posted one week before class. Student readiness was assessed via individual and team readiness assurance tests (iRAT/tRAT) mapped to learning objectives, with immediate instructor-mediated debrief. Then student teams worked toward solving clinical applications using evidence-based clinical information databases, e.g., UpToDate, Lexicomp. Finally, students were engaged in a competitive online game designed to review tre, to ensure students are prepared for high-stake/board exams. TGL can be applied in diverse topics/disciplines and is generalizable to small and large cohorts.As healthcare continues to become more complex, pharmacist innovators have worked to advance the profession and expand the role of the pharmacist on the healthcare team. Accreditation standards for schools of pharmacy recognize the importance of developing future pharmacist innovators capable of making positive change in the profession, but there are limited resources available on how to best instill innovative thinking in student pharmacists.
A two-semester elective course sequence was created for third-year doctor of pharmacy students requiring completion of a longitudinal quality improvement project at a partnering health system. Students collaborated with key stakeholders to design a project plan and charter, identify deliverables, and deliver project results. Innovative thinking was assessed using a mixed methods approach including questionnaires with forced choice and open response items, focus group data, and semi-structured interviews. Each questionnaire item mapped specifically to an element of a practice.Empathy is critical in building teacher-student relationships. Little research is available evaluating the empathetic capacity of faculty who teach in healthcare professional programs. This study's objectives were to describe how faculty define empathy, describe faculty perspectives on the role of empathy in pharmacy education, and discuss the potential barriers to demonstrating empathy to students.
A qualitative research approach was utilized for this study. Semi-structured interviews were conducted with faculty members randomly selected from an accelerated doctor of pharmacy program. All interviews were transcribed, and an interpretive phenomenological approach was used to describe, code, and analyze the experiences.
Results showed that faculty naturally define empathy more from an emotional aspect rather than a cognitive one. https://www.selleckchem.com/products/uc2288.html Faculty have a consensus on the role of empathy in education and believe it essential for building relationships with students and fostering positive learning environments. Furts to possess. The development of empathy training modules may be helpful to improve faculty's empathy.To determine faculty perceptions of participating in a town hall model on the American Association of Colleges of Pharmacy Faculty Curriculum Quality Surveys (CQS) focused on continuous quality improvement (CQI) at two institutions.
To support a culture of assessment focused on CQI, Ferris State University College of Pharmacy (FSUCOP) developed and implemented a town hall model for use with the CQS in fall 2017. It was determined that involving faculty in the CQS analysis process may assist with interpretation and CQI. FSUCOP sought to determine if the CQI model utilized could also be implemented at another institution. Therefore, Cedarville University School of Pharmacy (CUSOP) replicated the FSUCOP town hall model for use in 2018-2019 academic year CQS data interpretation and dissemination. To determine the perceptions of efficacy, faculty at FSUCOP and CUSOP received a pre-survey prior to the fall 2018 town hall and a post-survey following completion of the town hall. The pre- and post-surveys utilized five-point, Likert-type agreement questions (strongly disagree to strongly agree).
A total of 47 and 26 faculty completed the pre- and post-surveys, respectively. Faculty agreement on the survey items increased after participating in the town hall. Nearly 81% of faculty strongly or somewhat agreed the town hall model was a good use of their time.
The town hall model was replicable at another institution. Faculty perceived the town hall model as a positive approach to CQI, and discussions provided assessment personnel with valuable information for data interpretation and usage.
The town hall model was replicable at another institution. Faculty perceived the town hall model as a positive approach to CQI, and discussions provided assessment personnel with valuable information for data interpretation and usage.The Certificate in Aging Studies at Virginia Commonwealth University allows students to study gerontology while completing their doctor of pharmacy (PharmD) or graduate pharmaceutical sciences degree concurrently. The objective of the study was to evaluate alumni satisfaction with the Certificate in Aging Studies program, its application, and its perceived usefulness.
Alumni of the program (n = 49) were emailed an anonymous electronic survey about their perceptions of the program. The survey was emailed three times. Responses to eight multiple choice questions were summarized using descriptive statistics. Two free response questions were qualitatively analyzed for themes by two investigators.
The response rate to the survey was 59.2% (n = 29). Most respondents practice in hospital settings (24.1%) and did not undertake additional postgraduate clinical training (44.8%) or earn additional geriatric certifications (69%). The majority (65.5%) reported using the dual program in their career and would recommend the Certificate in Aging Studies to others (96.